A escrita colaborativa em propostas de produção textual do livro didático de português.

Abstract

In this dissertation, we investigated the collaborative writing from text production proposals present in a Textbook Collection of Portuguese Language. The research question that guided our study was: How does the collaborative writing teaching is oriented on textual production proposals in a Textbook Collection of Portuguese Language? In order to respond to our question, we have as a general objective: to investigate how the collaborative writing teaching is oriented in textual production proposals in a collection of Textbook of Portuguese Language. As specific objectives we seek to: 1) Identify the collaborative textual production activities in the Textbook Collection of Portuguese Language; and 2) Verify and analyze how the textual production activities from the Textbook Collection oriented to the collaborative writing teaching. It is a qualitative research, whose nature is descriptive and interpretive, located in the area of Applied Linguistics, which confront the data from the Textbook guidelines, the Teacher's Guide and the Guidelines to the teacher in order to understand how the collaborative writing is revealed in texts production proposals. For data analysis, we selected the Textbook Collection Português: Linguagens, by Cereja e Magalhães (2012), approved by PNLD for the triennium 2014, 2015 and 2016. As theoretical contribution of this dissertation we use, among other researchers: Bunzen (2006); Koch and Elias (2009) and Marcuschi (2010), who presented an overview about the writing teaching on Brazilian schools during the 20th century and beginning of the 21st century; Bakhtin/Voloshinov (2009 [1929-1930]), about verbal interaction; and researcher who discourse about the concept of collaboration and collaborative writing, namely: : Collis (1993); Grosz (1996); Panitz (1996), Barroso and Coutinho (2009); Pinheiro (2011) and Riberio (2012). The data analyzed reveal that the text production proposals of the collection guide for collaborative writing teaching, but does not find a theoretical discussion of this form of textual production, neither adequate methodological guidelines about how to conduct their teaching for developing an effective work with collaborative writing.